B1, B4, and A3 Agenda A3: No BR- Study materials for TEST B1: No BR… Finish Act 1 HAMLET and GHOST encounter for HOMEWORK Begin ACT 2– group work: think, pair, share Hamlet’s Act 2 Soliloquy Extra time? Finish HW early B4: Bell Ringer: How would you act if in Hamlet’s shoes at this point in the story? Are you experiencing any sort of madness? Why or why not? PUT HOMEWORK/LATE WORK with late pass OR absent written at the top in drawer ACT 2 analysis Hamlet’s Act 2 Soliloquy Exit Slip A3: No BR- Study materials for TEST Revenge/Elizabethan Test Begin ACT 2– group work: think, pair, share Hamlet’s Act 2 Soliloquy Extra time? Finish HW early

A1 and B2 Agenda A1 and B2: Bell Ringer: How would you act if in Hamlet’s shoes at this point in the story? Are you experiencing any sort of madness? Why or why not? Elements of Tragedy Notes ACT 2 analysis (with movie) Hamlet’s Act 2 Soliloquy Exit Slip VOCABULARY FOR THE DAY: ANAGNORISIS and HAMARTIA

Elizabethan/ Tragedy Notes The Elizabethan people firmly believed in something called “the Divine Order” or “The Great Chain of Being.” This means that EVERYONE had a certain purpose and place in the kingdom. For example…

Least Amount of Spirit/ Lowest on the Divine Order Great Chain of Being Most Amount of Spirit/Highest on the Divine Order God Angels (seraphim, cherubim) Humans (kings, merchants, men women, etc. Animals (mouse, dogs, lions, etc.) Plants (grass, trees, etc.) Nonliving Objects (rocks, metals, etc.) Least Amount of Spirit/ Lowest on the Divine Order

Divine Order Most Amount of Spirit/Highest on the Divine Order Kings Queens Nobles Merchants Peasants Least Amount of Spirit/ Lowest on the Divine Order

Social and Cosmological Consequences There would be consequences for disobeying the Divine Order!! Not only would there be social ramifications (shunned from family, friends, etc.), but there would also be the potential for natural disaster of some kind.

Elements of a Tragedy First, this requires the fall of a regal person. Odds are, this will be a QUICK and SUDDEN fall. How do we see this in Hamlet?

Tragedy Notes Revenge must be central to the action Revenger can be a hero or a villain Action must involve a blood revenge (kinship) Hesitation is typical on the part of the revenger Revenger wants to kill the target’s body and soul

…continued 6. There is a visitation by the ghost of the original murder victim 7. There’s often a suicide 8. There is counteraction by the antagonist 9. There are multiple deaths 10. Madness of the revenger (feigned or real)

Can a tragedy be ALL fate? ALL free will? FATE vs. FREE WILL Basically, the development of events beyond a person’s control, regarded as determined by a supernatural power (FATE) versus free will Tragedies MUST have a balance of the two. In tragedies, we must consider how much fate and free will affect the outcome of the work. Can a tragedy be ALL fate? ALL free will? Why or why not?

External Influences These, often supernatural influences, will often signify the role of FATE

Tragic Nobility The hero MUST accept some measure of responsibility and need SOME sense of a dignified ending. This means no begging, groveling, etc. The hero needs a dignified death

Anagnorisis The critical moment of recognition or discovery Otherwise known as, “tragic enlightenment” It’s when the character realizes their part in the downfall

The quality that will bring about ruin Hamartia Tragic flaw The quality that will bring about ruin

Advanced Extension (15 minutes) In your groups, read the passage individually. Then, once everyone has read, share your answers with your group. After you’ve reached a consensus, share with the class. Take notes about the plot synopsis from Act 2. Watch the scenes in the movie.

Exit Slip Hamlet’s ACT II Soliloquy activity.